Students’ Perception of Oral Corrective Feedback during Speaking Teaching Process in Vocational High School
Penulis Utama
:
Syaiful Arga Nugroho
NIM / NIP
:
K2218075
×<p class="MsoNormal" xss="removed"><span lang="EN" xss="removed">This research aims to investigate 1) students’
perception of oral corrective feedback (OCF) during speaking teaching process,
2) students’ preferences in receiving oral corrective feedback, and 3) Kinds of
oral corrective feedback that are provided by the teacher in classroom. This
research implemented a descriptive case study as the research methodology. This
research was conducted in one of the Vocational High School in Sukoharjo with 34
students as the participants. The data were collected using questionnaires,
interviews, and observations. The data were examined further through analysis
based on the interactive model proposed by Miles, Huberman & Saldana (2020).
The results indicate that 1) the students have a positive perception regarding oral
corrective feedback strategy in the context of speaking instruction: a) </span><span xss="removed">Most students are familiar with
the practice of OCF through past experiences and understand its practical use,
although some are still unfamiliar with the term itself and cannot fully
articulate its theoretical meaning. Nevertheless, they recognize the role of
correction in the learning process</span><span lang="EN" xss="removed">. b) </span><span xss="removed">Students generally show a positive
emotional response to receiving OCF; they report feeling happy, motivated, and
more confident after receiving oral correction from the teacher. However, a
minority of students express feelings of anxiety or embarrassment, particularly
when corrections are given in front of their peers. </span><span lang="EN" xss="removed">and c) </span><span xss="removed">OCF encourages students to develop
positive behaviors such as making greater learning efforts and correcting their
error in future.</span><span lang="EN" xss="removed"> 2) Students’ preferences regarding the reception of oral corrective
feedback can be explained through four main aspects: type, timing, focus, and
provider. a) </span><span xss="removed">Students
tend to prefer input-providing OCF or explicitly delivered feedback</span><span lang="EN" xss="removed">. b) </span><span xss="removed">They express a preference for
delayed correction, meaning they would like to receive feedback after they
finish speaking</span><span lang="EN" xss="removed">. c) </span><span xss="removed">Students are
open to receiving corrections in all aspects, including pronunciation,
vocabulary, and grammar</span><span lang="EN" xss="removed">. d) </span><span xss="removed">They prefer to be corrected by the teacher</span><span lang="EN" xss="removed">. 3) </span><span xss="removed">The type of Oral Corrective Feedback
that was most frequently used by the teacher in the classroom was explicit OCF,
with recast being the most commonly used type to respond to students’ errors.</span><span lang="EN" xss="removed"></span></p>
×
Penulis Utama
:
Syaiful Arga Nugroho
Penulis Tambahan
:
-
NIM / NIP
:
K2218075
Tahun
:
2025
Judul
:
Students’ Perception of Oral Corrective Feedback during Speaking Teaching Process in Vocational High School
Edisi
:
Imprint
:
Surakarta - Fak. KIP - 2025
Program Studi
:
S-1 Pendidikan Bahasa Inggris
Kolasi
:
Sumber
:
Kata Kunci
:
Descriptive case study, Oral corrective feedback, Students’ perception
Jenis Dokumen
:
Skripsi
ISSN
:
ISBN
:
Link DOI / Jurnal
:
-
Status
:
Public
Pembimbing
:
1. Dr. Sumardi, M.Hum 2. Drs. Muh. Asrori, M.Pd.
Penguji
:
1. Hefy Sulistyawati, S.S., M.Pd. 2. Dr. Ngadiso, M.Pd.
Catatan Umum
:
Fakultas
:
Fak. KIP
×
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